Fortunately for the cause of science, the Kallikak family, in the persons of Martin Kallikak Jr. and his descendants, are not open to this argument. They were feeble-minded, and no amount of education or good environment can change a feeble-minded individual into a normal one, any more than it can change a red-haired stock into a black-haired stock. The striking fact of the enormous proportion of feeble-minded individuals in the descendants of Martin Kallikak Jr. and the total absence of such in the descendants of his half brothers and sisters is conclusive on this point. Clearly it was not environment that has made that good family. They made their environment; and their own good blood, with the good blood in the families into which they married, told. So far as the Jukes family is concerned, there is nothing that proves the hereditary character of any of the crime, pauperism, or prostitution that was found. The most that one can say is that if such a family is allowed to go on and develop in its own way unmolested, it is pretty certain not to improve, but rather to propagate its own kind and fill the world with degenerates of one form or another. The formerly much discussed question of the hereditary character of crime received no solution from the Jukes family, but in the light of present-day knowledge of the sciences of criminology and biology, there is every reason to conclude that criminals are made and not born. The best material out of which to make criminals, and perhaps the material from which they are most frequently made, is feeble-mindedness. The reader must remember that the type of feeble-mindedness of which we are speaking is the one to which Deborah belongs, that is, to the high grade, or moron. All the facts go to show that this type of people makes up a large percentage of our criminals. We may argue _a priori_ that such would be the case. Here we have a group who, when children in school, cannot learn the things that are given them to learn, because through their mental defect, they are incapable of mastering abstractions. They never learn to read sufficiently well to make reading pleasurable or of practical use to them. The same is true of number work. Under our compulsory school system and our present courses of study, we compel these children to go to school, and attempt to teach them the three R’s, and even higher subjects. Thus they worry along through a few grades until they are fourteen years old and then leave school, not having learned anything of value or that can help them to make even a meager living in the world. They are then turned out inevitably dependent upon others. A few have relatives who take care of them, see that they learn to do something which perhaps will help in their support, and then these relatives supplement this with enough to insure them a living.